Many different types of formative assessment will be utilized throughout this unit. The pre-assessment is an informal survey that requires students to share how comfortable they are already with the topic of genetics. I will use this assessment to vary my lessons in order to focus more on the material that students have misconceptions about or are interested in. The first inquiry-based assessment is an informal assessment that allows me to judge students' creativity, depth of knowledge, and cooperative learning skills. The next three lessons include worksheets that will show me how well students grasp the concepts of creating Punnett squares and determining the genotypic and phenotypic ratios that result from the crosses, and also determining offspring blood types.
The first form of summative assessment will come as a quiz halfway through the unit.
The second part of the unit will require students to create a project that shows the phases of meiosis. This will be a formative assessment that students can use to study from.
In each lesson during the unit, I will use my opening discussion questions, observations of group work, and effort put into the assignments as formative assessments. These will show me along the way what material I need to focus more on. There will be an end of the unit test as the second type of summative assessment for the unit.
Students will be given an essay-based summative assessment at the end of the unit. The test is designed to be essay-based in order for students to explain to me the concepts that they've learned during this unit. This theme of teaching someone else the material has been used throughout the unit, so the final assessment should also reflect this strategy.
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
The first form of summative assessment will come as a quiz halfway through the unit.
The second part of the unit will require students to create a project that shows the phases of meiosis. This will be a formative assessment that students can use to study from.
In each lesson during the unit, I will use my opening discussion questions, observations of group work, and effort put into the assignments as formative assessments. These will show me along the way what material I need to focus more on. There will be an end of the unit test as the second type of summative assessment for the unit.
Students will be given an essay-based summative assessment at the end of the unit. The test is designed to be essay-based in order for students to explain to me the concepts that they've learned during this unit. This theme of teaching someone else the material has been used throughout the unit, so the final assessment should also reflect this strategy.
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.